The objective of this study was to expand our understanding on how non formal agricultural education of impact on innovative attitude of children and teenagers across socio-professional groups. Our sample included 491 female and male children (5-10 years) and teenagers (11-15 years). Data were collected mainly with a questionnaire. We used Likert scale of four items to measure (i) parents’ understanding of education process of education, of objectives and contents of education and their adherence to social norms of education; and (ii) learners’ rational belief, social norm compliance tendency and Innovation tendency. The study showed that children and teenagers’ innovative attitude in terms of rational and compliance beliefs and tendency for innovation were different across socio-professional groups. These results challenge the traditional thinking that the maintenance of culture is at the core of traditional education in Africa. Because non-formal education focuses on the development of children as member of a society, it supports the child in acquiring values such as loyalty, knowledge and skills that are considered appropriate to a person of a particular sex, age and social group. In such a context, non-formal education emphasizes social aspect of learning, breaking down the wholiticism of the content.
Critical Social Skills for Adolescents wtih High Incidence Disabilities: Par...Sharon M. Kolb, PhD
This document discusses curricula for students with disabilities and the importance of social skills development. It notes that while academics have traditionally been the main focus, many educators now acknowledge the need to increase emphasis on social skills to promote greater social competence. The document outlines research showing that social skills are complex and include communication, problem-solving, and self-management. It also discusses the importance of including parental perspectives in identifying critical social skills, as parents can provide valuable insights from observing their children's social behaviors in different settings. The study aimed to understand parents' views of the meaning of "social skills" and which skills they see as critical for their adolescent children with disabilities.
Influence of the differences in social studies teachers’ curriculum conceptio...Alexander Decker
1. The study examined how differences in social studies teachers' curriculum conceptions from two universities in Ghana (University of Cape Coast and University of Education, Winneba) influence their classroom practices.
2. The literature review found that teachers develop subject understandings that shape how they teach, and their curriculum conceptions influence curriculum implementation. Different conceptions of social studies can lead to disagreements about the subject.
3. The study aimed to determine if teachers from the two universities differed in their curriculum conceptions and how this impacted their classroom activities, to inform curriculum policy.
This document summarizes a study that examined parents' attitudes toward including children with special needs in regular Lebanese schools. Fifteen parents of children with learning disabilities at two private elementary schools in Sidon, Lebanon were interviewed. The parents generally had positive attitudes toward aspects of inclusion like cooperation, teaching methods, social adaptation, and academic improvement. They also viewed positively different types and levels of inclusion. The study provides context on inclusion and special education in Lebanon and other countries. It discusses literature on inclusion efficiency and parental attitudes.
The document provides background information on a study that aims to determine the relationship between students' academic performance in Philippine History and their level of national consciousness. It discusses the significance of teaching Philippine history and developing nationalism in students. The study will survey students at Laguna State Polytechnic University about their profile, grades in Philippine history, and political, economic, and social aspects of national consciousness. Statistical tests will analyze if academic performance and national consciousness vary according to student characteristics or are correlated. The results could help improve history teaching and build patriotism among Filipino youth.
A multicultural curriculum aims to give equal attention to the contributions of all groups in society. It recognizes language diversity and validates all communicating systems. Its goals are to help students understand different cultures, function effectively across cultures, and prepare for global citizenship. Implementing a multicultural curriculum requires integrating diverse perspectives throughout the entire curriculum, using materials that represent various cultures, and having a diverse staff.
MGT_The Importance of Acknowledging Cultural Orientation to Guide Pedagogical...Mellisa28
This document discusses the importance of acknowledging cultural influences on learning preferences and pedagogical practices. It notes that culture goes beyond attributes like race, birthplace, or socioeconomic status, and includes beliefs, customs, and behaviors. The challenges of defining culture and interpreting behaviors across diverse populations are also examined. The document concludes that understanding cultural variations is essential for effective instruction and including all students' learning preferences.
Classroom management for culturally respossive teachingNelly Zafeiriades
Urban teachers were interviewed about their classroom management strategies. They reported using several strategies aligned with culturally responsive teaching, including developing personal relationships with students, creating a caring community, establishing clear expectations in a business-like learning environment, and using communication styles congruent with students' cultures. However, questions remain about how well teacher education prepares teachers for the classroom management challenges of urban schools.
Critical Social Skills for Adolescents wtih High Incidence Disabilities: Par...Sharon M. Kolb, PhD
This document discusses curricula for students with disabilities and the importance of social skills development. It notes that while academics have traditionally been the main focus, many educators now acknowledge the need to increase emphasis on social skills to promote greater social competence. The document outlines research showing that social skills are complex and include communication, problem-solving, and self-management. It also discusses the importance of including parental perspectives in identifying critical social skills, as parents can provide valuable insights from observing their children's social behaviors in different settings. The study aimed to understand parents' views of the meaning of "social skills" and which skills they see as critical for their adolescent children with disabilities.
Influence of the differences in social studies teachers’ curriculum conceptio...Alexander Decker
1. The study examined how differences in social studies teachers' curriculum conceptions from two universities in Ghana (University of Cape Coast and University of Education, Winneba) influence their classroom practices.
2. The literature review found that teachers develop subject understandings that shape how they teach, and their curriculum conceptions influence curriculum implementation. Different conceptions of social studies can lead to disagreements about the subject.
3. The study aimed to determine if teachers from the two universities differed in their curriculum conceptions and how this impacted their classroom activities, to inform curriculum policy.
This document summarizes a study that examined parents' attitudes toward including children with special needs in regular Lebanese schools. Fifteen parents of children with learning disabilities at two private elementary schools in Sidon, Lebanon were interviewed. The parents generally had positive attitudes toward aspects of inclusion like cooperation, teaching methods, social adaptation, and academic improvement. They also viewed positively different types and levels of inclusion. The study provides context on inclusion and special education in Lebanon and other countries. It discusses literature on inclusion efficiency and parental attitudes.
The document provides background information on a study that aims to determine the relationship between students' academic performance in Philippine History and their level of national consciousness. It discusses the significance of teaching Philippine history and developing nationalism in students. The study will survey students at Laguna State Polytechnic University about their profile, grades in Philippine history, and political, economic, and social aspects of national consciousness. Statistical tests will analyze if academic performance and national consciousness vary according to student characteristics or are correlated. The results could help improve history teaching and build patriotism among Filipino youth.
A multicultural curriculum aims to give equal attention to the contributions of all groups in society. It recognizes language diversity and validates all communicating systems. Its goals are to help students understand different cultures, function effectively across cultures, and prepare for global citizenship. Implementing a multicultural curriculum requires integrating diverse perspectives throughout the entire curriculum, using materials that represent various cultures, and having a diverse staff.
MGT_The Importance of Acknowledging Cultural Orientation to Guide Pedagogical...Mellisa28
This document discusses the importance of acknowledging cultural influences on learning preferences and pedagogical practices. It notes that culture goes beyond attributes like race, birthplace, or socioeconomic status, and includes beliefs, customs, and behaviors. The challenges of defining culture and interpreting behaviors across diverse populations are also examined. The document concludes that understanding cultural variations is essential for effective instruction and including all students' learning preferences.
Classroom management for culturally respossive teachingNelly Zafeiriades
Urban teachers were interviewed about their classroom management strategies. They reported using several strategies aligned with culturally responsive teaching, including developing personal relationships with students, creating a caring community, establishing clear expectations in a business-like learning environment, and using communication styles congruent with students' cultures. However, questions remain about how well teacher education prepares teachers for the classroom management challenges of urban schools.
This document discusses cultural competencies for teachers. It begins by defining culture and explaining how culture affects learning. It emphasizes that teachers should develop an awareness of their own cultural identity as well as an understanding of their students' cultures. The document then outlines four general competencies for teachers regarding culture: developing cultural awareness, providing culturally relevant curriculum and instruction, collaborating with parents and families, and making classroom assessments equitable and valid for all students. It provides details and examples for each competency.
The document summarizes key aspects of sociological theories of education including functionalism, Marxism, feminism, and interactionism. It also examines research on social class, gender, and ethnicity in relation to differential educational achievement. Some of the studies discussed include Douglas (1964, 1970) on social class differences, Bernstein (1960) on language and social class, and Sharpe (1976, 1994) on changes in expectations for girls over time.
This document discusses how culture and identity affect education. It examines factors such as race, ethnicity, language, social class, and religion and how they shape students' experiences and academic achievement. Race can influence education through racism, poor school funding, and teacher stereotypes. Language barriers like not speaking the language of instruction can negatively impact performance. Social class is linked to parental involvement and access to resources. Religion sometimes influences debates around teaching evolution and sex education. Understanding differences in culture, values, and experiences is important for teachers to effectively support all students.
The document discusses a study on the readiness of schools in Zimbabwe for implementing early childhood education (ECE). The study found that while classroom teachers were qualified to teach ECE, teachers-in-charge lacked adequate training. School heads also received limited guidance on introducing ECE. Additionally, schools lacked sufficient teaching resources and ongoing teacher support, contributing to their unpreparedness for ECE. The study recommends actions policymakers can take to better equip schools for ECE implementation.
This document provides a summary and reflection on the 10th PECERA International Conference, which had the theme of "Towards Unity amidst Diversity in Early Childhood Education". It discusses how the conference conceptualized unity and diversity through its keynote addresses, plenary sessions, and panel discussions. It also examines the diversity of participants, topics, and research methodologies presented in individual papers and posters at the conference. The document analyzes how the conference demonstrated diversity across different levels, from the child to broader social and cultural contexts, while still working towards the shared goal of providing quality early childhood education.
This document discusses teacher education in Pakistan at different levels. It begins by defining teacher education and its importance. It then outlines the education system in Pakistan which has 5 levels - primary, middle, secondary, higher secondary, and higher education. Teacher education prepares teachers for each level as the needs and requirements of students vary. For each education level, the document introduces the aims and objectives of teacher education, such as developing life skills at primary level, environmental awareness at middle level, and self-employment skills at higher education level. It concludes by listing references used.
This document discusses the sociological bases of education from several perspectives:
1) It outlines definitions of sociology from prominent sociologists like Auguste Comte, Giddings, and Emile Durkheim that view sociology as the study of relationships between individuals and society.
2) It states that education is a product of social factors and influences such as political ideology, economic conditions, religious ideas, social attitudes, and values that shape the educational process.
3) Culture is defined as the transmission of a society's knowledge, beliefs, customs, and habits from one generation to the next, and education both preserves existing culture and facilitates its transmission and refinement over time.
Considering the Moral Complexity of Adolescents in Divided Societies (Freedma...Ali Hawkins
This document summarizes a research paper about a study called DECIDES that examines how adolescents develop moral reasoning and civic engagement in divided societies. The study looks at 9th and 10th grade students in Northern Ireland, South Africa, and the US to understand how they reconcile personal and global history with current events. By studying teaching about social divisions, conflict, and the future in these societies, which all have legacies of oppression, the goal is to help develop youth who are morally thoughtful and civically active. The paper discusses debates around teaching ethics in schools and the complexity of moral development during adolescence. It also describes previous related work by the author in Rwanda on using history education to address social issues after mass violence.
DEMOGRAPHIC PROFILE OF SCHOOL CHILDREN OF A RURAL PUBLIC ELEMENTARY SCHOOL OF...Nezel Duque
A thesis presented to the faculty of Graduate Studies for the the Degree- Master of Arts in Education Major in Educational Administration. Request the full paper @ nezelduque21@gmail.com
A multicultural curriculum recognizes and values diversity by integrating the histories and cultures of all groups in a society into the courses of study. It aims to help students understand cultural differences and similarities, appreciate diverse groups, and function effectively across cultures. Experts believe a multicultural curriculum is important given increasing diversity in the US population. For schools to foster multiculturalism, they must reflect diversity in staff, policies, instructional materials, extracurricular activities, and integrate multicultural content throughout the curriculum rather than in isolated units. Effective professional development is also needed to help staff examine biases and increase cultural knowledge and competency.
This document provides an acknowledgements section and executive summary of a thesis that examines the influence of bilingual education on the livelihoods of indigenous people in Guatemala. The thesis uses a sustainable livelihoods framework to analyze how the institutional environment impacts the implementation and effectiveness of bilingual education programs in two rural Guatemalan communities.
Key findings from the research include:
1) The legal system in Guatemala supports bilingual education but there are shortcomings in implementation due to a lack of resources provided by the Ministry of Education.
2) Human and physical capacity at the schools are currently hampering effective implementation of bilingual education due to a lack of materials, contradictory views on its importance, and a lack of
This document discusses gender education globally and provides context on key related concepts. It begins by defining the differences between gender and sex, and then discusses what gender equality means for young men and women in poor communities worldwide. It explores the roles of gender stereotypes and similarities/differences between males and females. The document also examines conceptual frameworks for gender equality in education, contested perspectives, and how global goals are constructed. It provides examples of defining global equality agendas and relates this to initiatives like the Millennium Development Goals and Education for All. While acknowledging support for setting global targets, it also notes potential issues like imperialist legacies and pressures of neoliberal economic globalization.
Narratives of systemic barriers & accessibility summary of article 1KelleyMercuri1
(1) The pandemic has spotlighted long-standing systemic barriers in education that disadvantage students from low-income families and marginalized backgrounds. Teachers have had to abandon conventional practices to meet student needs.
(2) Interview findings revealed five themes: the pandemic uncovered pre-existing inequities; teachers broke rules to create new approaches; teacher-student relationships are key; students should have a voice in programming decisions; and resilience involves understanding identity and barriers.
This document discusses cultural changes and multiculturalism. It defines multiculturalism as a theory about cultural foundations and a response to cultural diversity with educational and social components. Multicultural education aims to create equal opportunities for all students and transform schools so male and female students from diverse backgrounds experience equal learning opportunities. It discusses four approaches to multicultural education: contributions, additive, transformation, and social action. Student subcultures are defined as cultural patterns that set some students apart based on factors like age, ethnicity, or interests. Subcultures provide identity, allow specialized activities, and facilitate cultural adaptation and change. Culturally responsive teaching acknowledges student diversity, builds on their cultural backgrounds, and is responsive to learning styles to communicate inclusion and
The document discusses multicultural education in early childhood settings. It defines multicultural education as a process that includes and serves individuals from many cultures through staff, meals, caregiving practices, and curriculum content that reflects diversity. The goals of multicultural education are to minimize racism and discrimination, foster cultural identity and home languages, and teach children critical thinking skills to challenge injustice. An effective multicultural early childhood program incorporates the home cultures and languages of the children, implements activities to learn about different cultures, and helps children appreciate diversity while recognizing and resisting stereotypes.
This document discusses reservation policies for economically weaker section (EWS) children in unaided private schools in India. It describes how implementation of EWS reservations at the state level involved negotiations between various stakeholders, including NGOs, the judiciary, government, and private schools. As a member of the state committee examining EWS reservations, the author observed debates between private school representatives and NGOs advocating for EWS children. Interviews with parents of EWS children revealed both benefits and challenges of attending private schools. The document concludes that effective EWS reservation implementation as well as improved government school quality are needed to promote greater educational equity and social inclusion.
E-learning and intercultural dimensions of learning theories and teaching modelseLearning Papers
Author: Claire Bélisle.
It will be argued in this article that developing intercultural awareness in students can be facilitated by e-learning environments. When choosing to address learning goals within an e-learning environment, authors and educators need to become aware of hidden dimensions in their pedagogical activity.
The document discusses key aspects of multicultural education and social justice. It addresses how social justice aims to promote equity and diversity in teaching by helping students develop positive cultural identities grounded in their own communities. Multicultural curriculum should focus on issues like racism, gender, and social class, using teaching methods that engage diverse students. The power to influence education should come from oppressed communities, with educators collaborating to advance these communities. Empowerment increases people's ability to make choices and enact change, and in education it can help students form identities that give them confidence to succeed.
The document discusses the impact of diversity in education. It notes that diversity contributes to high expectations and institutional commitment to diversity. Studies show that exposure to diversity on campus increases critical thinking and problem solving skills for all students. Effective strategies for addressing diversity in the classroom include acknowledging differences, connecting with families, establishing mentors, and implementing culturally responsive teaching.
impact of distance learning on academic performance of.pptxRoseLimaMagbanua
This document provides an introduction to a study on the impact of distance learning on the academic performance of child laborers in the Philippines during the COVID-19 pandemic. The study will use a mixed methods quantitative-qualitative research design. It will examine interventions used during quarantine like online learning, TV instruction, and worksheets. The study is grounded in Maslow's hierarchy of needs theory. It aims to determine how distance learning has affected the academic performance of junior high school students who are also child laborers. The results could benefit the Department of Education, schools, teachers, students, and future researchers. Key terms and the methodology are outlined.
Indigenous Instructional Strategies and the Curriculum of Secondary General E...YogeshIJTSRD
This document summarizes a study that examined the influence of indigenous instructional strategies on the secondary education curriculum in Cameroon. It finds that indigenous strategies, like storytelling, games, proverbs and hands-on activities, had a significant impact. The strategies aligned with principles of African indigenous education, which aim to prepare students for community roles, make learning practical and functional, and impart cultural heritage. The study recommends systematizing indigenous strategies and modifying the curriculum to include livelihood skills and meet community economic needs.
This document discusses cultural competencies for teachers. It begins by defining culture and explaining how culture affects learning. It emphasizes that teachers should develop an awareness of their own cultural identity as well as an understanding of their students' cultures. The document then outlines four general competencies for teachers regarding culture: developing cultural awareness, providing culturally relevant curriculum and instruction, collaborating with parents and families, and making classroom assessments equitable and valid for all students. It provides details and examples for each competency.
The document summarizes key aspects of sociological theories of education including functionalism, Marxism, feminism, and interactionism. It also examines research on social class, gender, and ethnicity in relation to differential educational achievement. Some of the studies discussed include Douglas (1964, 1970) on social class differences, Bernstein (1960) on language and social class, and Sharpe (1976, 1994) on changes in expectations for girls over time.
This document discusses how culture and identity affect education. It examines factors such as race, ethnicity, language, social class, and religion and how they shape students' experiences and academic achievement. Race can influence education through racism, poor school funding, and teacher stereotypes. Language barriers like not speaking the language of instruction can negatively impact performance. Social class is linked to parental involvement and access to resources. Religion sometimes influences debates around teaching evolution and sex education. Understanding differences in culture, values, and experiences is important for teachers to effectively support all students.
The document discusses a study on the readiness of schools in Zimbabwe for implementing early childhood education (ECE). The study found that while classroom teachers were qualified to teach ECE, teachers-in-charge lacked adequate training. School heads also received limited guidance on introducing ECE. Additionally, schools lacked sufficient teaching resources and ongoing teacher support, contributing to their unpreparedness for ECE. The study recommends actions policymakers can take to better equip schools for ECE implementation.
This document provides a summary and reflection on the 10th PECERA International Conference, which had the theme of "Towards Unity amidst Diversity in Early Childhood Education". It discusses how the conference conceptualized unity and diversity through its keynote addresses, plenary sessions, and panel discussions. It also examines the diversity of participants, topics, and research methodologies presented in individual papers and posters at the conference. The document analyzes how the conference demonstrated diversity across different levels, from the child to broader social and cultural contexts, while still working towards the shared goal of providing quality early childhood education.
This document discusses teacher education in Pakistan at different levels. It begins by defining teacher education and its importance. It then outlines the education system in Pakistan which has 5 levels - primary, middle, secondary, higher secondary, and higher education. Teacher education prepares teachers for each level as the needs and requirements of students vary. For each education level, the document introduces the aims and objectives of teacher education, such as developing life skills at primary level, environmental awareness at middle level, and self-employment skills at higher education level. It concludes by listing references used.
This document discusses the sociological bases of education from several perspectives:
1) It outlines definitions of sociology from prominent sociologists like Auguste Comte, Giddings, and Emile Durkheim that view sociology as the study of relationships between individuals and society.
2) It states that education is a product of social factors and influences such as political ideology, economic conditions, religious ideas, social attitudes, and values that shape the educational process.
3) Culture is defined as the transmission of a society's knowledge, beliefs, customs, and habits from one generation to the next, and education both preserves existing culture and facilitates its transmission and refinement over time.
Considering the Moral Complexity of Adolescents in Divided Societies (Freedma...Ali Hawkins
This document summarizes a research paper about a study called DECIDES that examines how adolescents develop moral reasoning and civic engagement in divided societies. The study looks at 9th and 10th grade students in Northern Ireland, South Africa, and the US to understand how they reconcile personal and global history with current events. By studying teaching about social divisions, conflict, and the future in these societies, which all have legacies of oppression, the goal is to help develop youth who are morally thoughtful and civically active. The paper discusses debates around teaching ethics in schools and the complexity of moral development during adolescence. It also describes previous related work by the author in Rwanda on using history education to address social issues after mass violence.
DEMOGRAPHIC PROFILE OF SCHOOL CHILDREN OF A RURAL PUBLIC ELEMENTARY SCHOOL OF...Nezel Duque
A thesis presented to the faculty of Graduate Studies for the the Degree- Master of Arts in Education Major in Educational Administration. Request the full paper @ nezelduque21@gmail.com
A multicultural curriculum recognizes and values diversity by integrating the histories and cultures of all groups in a society into the courses of study. It aims to help students understand cultural differences and similarities, appreciate diverse groups, and function effectively across cultures. Experts believe a multicultural curriculum is important given increasing diversity in the US population. For schools to foster multiculturalism, they must reflect diversity in staff, policies, instructional materials, extracurricular activities, and integrate multicultural content throughout the curriculum rather than in isolated units. Effective professional development is also needed to help staff examine biases and increase cultural knowledge and competency.
This document provides an acknowledgements section and executive summary of a thesis that examines the influence of bilingual education on the livelihoods of indigenous people in Guatemala. The thesis uses a sustainable livelihoods framework to analyze how the institutional environment impacts the implementation and effectiveness of bilingual education programs in two rural Guatemalan communities.
Key findings from the research include:
1) The legal system in Guatemala supports bilingual education but there are shortcomings in implementation due to a lack of resources provided by the Ministry of Education.
2) Human and physical capacity at the schools are currently hampering effective implementation of bilingual education due to a lack of materials, contradictory views on its importance, and a lack of
This document discusses gender education globally and provides context on key related concepts. It begins by defining the differences between gender and sex, and then discusses what gender equality means for young men and women in poor communities worldwide. It explores the roles of gender stereotypes and similarities/differences between males and females. The document also examines conceptual frameworks for gender equality in education, contested perspectives, and how global goals are constructed. It provides examples of defining global equality agendas and relates this to initiatives like the Millennium Development Goals and Education for All. While acknowledging support for setting global targets, it also notes potential issues like imperialist legacies and pressures of neoliberal economic globalization.
Narratives of systemic barriers & accessibility summary of article 1KelleyMercuri1
(1) The pandemic has spotlighted long-standing systemic barriers in education that disadvantage students from low-income families and marginalized backgrounds. Teachers have had to abandon conventional practices to meet student needs.
(2) Interview findings revealed five themes: the pandemic uncovered pre-existing inequities; teachers broke rules to create new approaches; teacher-student relationships are key; students should have a voice in programming decisions; and resilience involves understanding identity and barriers.
This document discusses cultural changes and multiculturalism. It defines multiculturalism as a theory about cultural foundations and a response to cultural diversity with educational and social components. Multicultural education aims to create equal opportunities for all students and transform schools so male and female students from diverse backgrounds experience equal learning opportunities. It discusses four approaches to multicultural education: contributions, additive, transformation, and social action. Student subcultures are defined as cultural patterns that set some students apart based on factors like age, ethnicity, or interests. Subcultures provide identity, allow specialized activities, and facilitate cultural adaptation and change. Culturally responsive teaching acknowledges student diversity, builds on their cultural backgrounds, and is responsive to learning styles to communicate inclusion and
The document discusses multicultural education in early childhood settings. It defines multicultural education as a process that includes and serves individuals from many cultures through staff, meals, caregiving practices, and curriculum content that reflects diversity. The goals of multicultural education are to minimize racism and discrimination, foster cultural identity and home languages, and teach children critical thinking skills to challenge injustice. An effective multicultural early childhood program incorporates the home cultures and languages of the children, implements activities to learn about different cultures, and helps children appreciate diversity while recognizing and resisting stereotypes.
This document discusses reservation policies for economically weaker section (EWS) children in unaided private schools in India. It describes how implementation of EWS reservations at the state level involved negotiations between various stakeholders, including NGOs, the judiciary, government, and private schools. As a member of the state committee examining EWS reservations, the author observed debates between private school representatives and NGOs advocating for EWS children. Interviews with parents of EWS children revealed both benefits and challenges of attending private schools. The document concludes that effective EWS reservation implementation as well as improved government school quality are needed to promote greater educational equity and social inclusion.
E-learning and intercultural dimensions of learning theories and teaching modelseLearning Papers
Author: Claire Bélisle.
It will be argued in this article that developing intercultural awareness in students can be facilitated by e-learning environments. When choosing to address learning goals within an e-learning environment, authors and educators need to become aware of hidden dimensions in their pedagogical activity.
The document discusses key aspects of multicultural education and social justice. It addresses how social justice aims to promote equity and diversity in teaching by helping students develop positive cultural identities grounded in their own communities. Multicultural curriculum should focus on issues like racism, gender, and social class, using teaching methods that engage diverse students. The power to influence education should come from oppressed communities, with educators collaborating to advance these communities. Empowerment increases people's ability to make choices and enact change, and in education it can help students form identities that give them confidence to succeed.
The document discusses the impact of diversity in education. It notes that diversity contributes to high expectations and institutional commitment to diversity. Studies show that exposure to diversity on campus increases critical thinking and problem solving skills for all students. Effective strategies for addressing diversity in the classroom include acknowledging differences, connecting with families, establishing mentors, and implementing culturally responsive teaching.
impact of distance learning on academic performance of.pptxRoseLimaMagbanua
This document provides an introduction to a study on the impact of distance learning on the academic performance of child laborers in the Philippines during the COVID-19 pandemic. The study will use a mixed methods quantitative-qualitative research design. It will examine interventions used during quarantine like online learning, TV instruction, and worksheets. The study is grounded in Maslow's hierarchy of needs theory. It aims to determine how distance learning has affected the academic performance of junior high school students who are also child laborers. The results could benefit the Department of Education, schools, teachers, students, and future researchers. Key terms and the methodology are outlined.
Indigenous Instructional Strategies and the Curriculum of Secondary General E...YogeshIJTSRD
This document summarizes a study that examined the influence of indigenous instructional strategies on the secondary education curriculum in Cameroon. It finds that indigenous strategies, like storytelling, games, proverbs and hands-on activities, had a significant impact. The strategies aligned with principles of African indigenous education, which aim to prepare students for community roles, make learning practical and functional, and impart cultural heritage. The study recommends systematizing indigenous strategies and modifying the curriculum to include livelihood skills and meet community economic needs.
The document summarizes a study that assessed the challenges of formal education for youths in rural areas of Delta State, Nigeria. It found that various factors pose challenges, including parents, students, teachers, cultural issues, school administrators, and lack of government support. Parents often lack interest in education and financial resources, while students sometimes have poor attitudes towards learning. Teachers must also overcome cultural barriers and lack of facilities. The government needs to provide more educational resources to rural schools. Overall, the study revealed multiple barriers that must be addressed to improve formal education for youths in rural Delta State communities.
Children’s Participation in Schooling and Education in Pastoralist Woredas of...QUESTJOURNAL
ABSTRACT: Pastoralists are among the marginalized groups of society who live in a marginalized environment and whose livelihood is exposed to the vagaries of climate and harsh environmental conditions. This study explores into impediments of pastoral children’s participation into schooling and education with particular emphasis on the primary school of selected Woreda, Afar Zone. To achieve this purpose, a qualitative research method was employed. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schooling. Seven members of parent teacher associations, 20 teachers, 4 school principals, 14 education experts and officials, a total of 45 respondents took part in the study. Data were collected through the use of different instruments: Strutted interview, focus group discussion, and document review and observation checklist. The data obtained through these data collection instruments were analysed thematically. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. The study identified several cultural and economic barriers such as early marriage, lack of interest for modern education, parental level of education, mobility, child labor, poverty and finance. The results also showed that existence of both supply and demand side constraints. Problem of funding, inability to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features.Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. Thus, based on the findings, recommendation is made to planners and policymakers so as to alleviate the observed shortcomings. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Afar pastoralist communities in Ethiopia.
This document discusses using transformative learning theory and self-directed blended learning to develop education for socio-economic sustainability. It proposes a framework with three pillars: student autonomy through self-directed learning, information consumption from formal and informal sources, and formal teacher support through blended learning. The document presents examples of applying this approach to a senior high school course on culture, society and politics in Davao City, Philippines. It identifies potentials and questions for further research on measuring outcomes and promoting transformative learning through self-directed blended design.
This document discusses key elements of quality education including learners, environments, content, processes, and outcomes. It focuses on the importance of health, nutrition, and early childhood development for learners. For environments, it emphasizes the need for healthy, safe, gender-sensitive spaces with adequate resources. The content section examines curriculum areas like literacy, numeracy, and life skills. It also looks at teaching processes and achieving learning outcomes linked to education goals.
Early childhood education in ghana perceptions of stakeholders in the western...Alexander Decker
This document discusses stakeholders' perceptions of early childhood education in Ghana's Western Region. It finds that stakeholders have low perceptions that adversely affect their roles in implementing early childhood programs and policies. There is a relationship between perceptions and performance levels. It recommends that religious organizations, districts, municipalities, and NGOs increase involvement in implementation to improve perceptions and outcomes.
This document summarizes a study that assessed the psychological disposition of university students in Nigeria regarding functional education and national development. The study found:
1) There was a significant relationship between students' psychological disposition (perceptions and attitudes) and their views of functional education in Nigeria. Students had positive perceptions and attitudes toward functional education.
2) For Nigeria to develop, the educational system needs to be more practical and skills-focused to equip students to contribute to society and global trends in education.
3) Functional education empowers individuals and nations by providing skills for employment, self-reliance, and contributing to social and economic development. Developed countries achieved success through commitments to functional educational systems.
This document provides an introduction and background to a study evaluating teachers' and students' knowledge, attitudes, and skills regarding Population/Family Life Education (Pop/FLE) in Nigeria. It discusses how Pop/FLE aims to improve quality of life by educating citizens, especially youth, about population issues and their relationship to social and economic development. The program started in Nigeria in 1980 and seeks to develop rational attitudes and responsible behaviors toward population-related problems. The study aims to assess Pop/FLE in secondary schools in Abuja to identify weaknesses and ways to improve the program's effectiveness.
Influence of adult non formal education and informal learning on democratizat...Alexander Decker
This document discusses the influence of adult non-formal education and informal learning on democratization processes in Nigeria. It makes three key points:
1) Adult non-formal education and informal learning (ANFEAIL) serve as important ways to educate illiterate populations on issues related to democracy, diversity, and sustainable development. They can help raise awareness of democratic principles and ideals.
2) ANFEAIL take many forms, including workshops, seminars, apprenticeships, and community or religious group learning. They occur outside of traditional educational institutions but still have structured objectives. ANFEAIL have helped educate illiterate Nigerians and involve them in the political process.
3) Several government agencies
This document discusses defining quality in education. It summarizes that quality education encompasses five dimensions: 1) quality learners who are healthy, well-nourished, and supported by families/communities; 2) healthy, safe, gender-sensitive learning environments with adequate resources; 3) relevant curricula teaching basic and life skills; 4) child-centered teaching and assessment processes; and 5) outcomes linked to knowledge, skills, attitudes, and society. The document examines research related to these quality dimensions and emphasizes the interdependence between dimensions.
Population education has a relatively short history beginning in the 1940s when advocates called for its inclusion in school curriculums to raise awareness of overpopulation issues. International organizations like UNESCO also emphasized the need for population education to promote sustainable development. The purpose of population education is to help students understand the impacts of population change and develop decision-making skills to improve family and community well-being. It provides knowledge and aims to change attitudes about population issues.
Adult and non formal education in the global context.Alexander Decker
This document summarizes an article on adult and non-formal education in a global context. It begins by defining key concepts such as what constitutes an adult and definitions of adult and non-formal education. It then explores how adult education is framed globally through initiatives like the Dakar Framework and Millennium Development Goals. International agencies supporting adult education, like UNESCO, UNICEF, UNDP are also discussed. Finally, it suggests developing countries increase funding for adult education, international agencies strengthen advocacy, and increased research to further enhance adult and non-formal education programs worldwide.
Spatial Distribution Pattern of Public Lower Basic Schools for the Implementa...SalemAluu
This study examined the Spatial Distribution Pattern of Public Lower Basic Schools for the Implementation of Lower Basic Education in Rivers State. One research question guided the study. The descriptive survey design was used. The population for the study was the 942 public lower basic schools in Rivers State. Stratified random sampling technique was used to draw the sample size of 289 schools. A handheld Global Positioning System receiver was the instrument used for the study. Nearest neighbour analysis was used to answer the research question. Findings revealed that the overall pattern of distribution of existing public lower basic schools in Rivers State is clustered. Specifically the distribution of schools in Degema and Akuku-Toru Local Government Areas is dispersed with Rn of 1.72 and 1.36 respectively. The pattern of distribution of Bonny, Opobo/Nkoro, Abua/Odual, Port Harcourt, Obio/Akpor and Ikwerre indicates a clustered pattern with Rn of 0.91, 0.83 0.84, 0.74, 0.72 and 0.24 respectively. The study therefore recommended among other things that the state governments should make policies that guide school mapping and ensure their strict compliance.
This document discusses English language teaching (ELT) and teacher professional development in the context of compulsory education. It addresses debates around participation and social justice, and how ELT can foster intercultural dialogue. It also examines the relationship between knowledge, technology, literacy and how they shape participation and social justice. Specifically, it discusses the challenges teachers face in developing students' literacy in contexts with expanding access but low quality. It advocates for inquiry-based teacher learning through communities of practice and educative mentoring to help teachers mediate literacy development for participation and social justice.
This document discusses the impact of community participation on the academic standards of secondary school students in Ijebu East, Nigeria. It provides background on the history of education in African communities and the role of communities in establishing early western-style schools. The researcher examines the relationship between schools and the Ijebu East community and how community involvement in school programs has positively influenced student performance and behavior. The document recommends increasing community participation through forming PTAs, including community members in school decision-making, and other measures to further develop student academic standards.
Similar to Understanding the Impact of Non-Formal Agricultural Education on Innovative Attitude across Age, Gender and Socio-Professional in Benin (20)
Evaluation of Agro-morphological Performances of Hybrid Varieties of Chili Pe...Premier Publishers
In Benin, chilli pepper is a widely consumed as vegetable whose production requires the use of performant varieties. This work assessed, at Parakou and Malanville, the performance of six F1 hybrids of chilli including five imported (Laali, Laser, Nandi, Kranti, Nandita) and one local (De cayenne), in completely randomized block design at four replications and 15 plants per elementary plot. Agro-morphological data were collected and submitted to analysis of variance and factor analysis of mixed data. The results showed the effects of variety, location and their interactions were highly significant for most of the growth, earliness and yield traits. Imported hybrid varieties showed the best performances compared to the local one. Multivariate analysis revealed that 'De cayenne' was earlier, short in size, thin-stemmed, red fruits and less yielding (≈ 1 t.ha-1). The imported hybrids LaaliF1 and KrantiF1 were of strong vegetative vigor, more yielding (> 6 t.ha-1) by developing larger, long and hard fruits. Other hybrids showed intermediate performances. This study highlighted the importance of imported hybrids in improving yield and preservation of chili fruits. However, stability and adaptation analyses to local conditions are necessary for their adoption.
An Empirical Approach for the Variation in Capital Market Price Changes Premier Publishers
The chances of an investor in the stock market depends mainly on some certain decisions in respect to equilibrium prices, which is the condition of a system competing favorably and effectively. This paper considered a stochastic model which was latter transformed to non-linear ordinary differential equation where stock volatility was used as a key parameter. The analytical solution was obtained which determined the equilibrium prices. A theorem was developed and proved to show that the proposed mathematical model follows a normal distribution since it has a symmetric property. Finally, graphical results were presented and the effects of the relevant parameters were discussed.
Influence of Nitrogen and Spacing on Growth and Yield of Chia (Salvia hispani...Premier Publishers
Chia is an emerging cash crop in Kenya and its production is inhibited by lack of agronomic management information. A field experiment was conducted in February-June and May-August 2021, to determine the influence of nitrogen and spacing on growth and yield of Chia. A randomized complete block design with a split plot arrangement was used with four nitrogen rates as the main plots (0, 40, 80, 120 kg N ha-1) and three spacing (30 cm x 15 cm (s1), 30 cm x 30 cm (s2), 50 cm x 50 cm (s3)). Application of 120 kg N ha-1 significantly increased (p≤0.05) vegetative growth and seed yield of Chia. Stem height, branches, stem diameter and leaves increased by 23-28%, 11-13%, 43-55% and 59-88% respectively. Spacing s3 significantly increased (p≤0.05) vegetative growth. An increase of 27-74%, 36-45% and 73-107% was recorded in number of leaves, stem diameter and dry weight, respectively. Chia yield per plant was significantly higher (p≤0.05) in s3. However, when expressed per unit area, s1 significantly produced higher yields. The study recommends 120 kg N ha-1 or higher nitrogen rates and a closer spacing of 15 cm x 30 cm as the best option for Chia production in Kenya.
Enhancing Social Capital During the Pandemic: A Case of the Rural Women in Bu...Premier Publishers
The document discusses a case study of enhancing social capital among rural women in Bukidnon Province, Philippines during the COVID-19 pandemic through a livelihood project. Key findings include:
1) Technical trainings provided by the project increased the women's knowledge, allowing them to generate additional household income through vegetable gardening during the pandemic.
2) The women's social capital, as measured by groups/networks, trust, and cooperation, increased by 15.5% from 2019 to 2020 through increased participation in their association.
3) Main occupations, income sources, and ethnicity influenced the women's social capital. The project enhanced social ties that empowered the rural women economically and socially despite challenges of the pandemic.
Impact of Provision of Litigation Supports through Forensic Investigations on...Premier Publishers
This paper presents an argument through the fraud triangle theory that the provision of litigation supports through forensic audits and investigations in relation to corporate fraud cases is adequate for effective prosecution of perpetrators as well as corporate fraud prevention. To support this argument, this study operationalized provision of litigation supports through forensic audit and investigations, data mining for trends and patterns, and fraud data collection and preparation. A sample of 500 respondents was drawn from the population of professional accountants and legal practitioners in Nigeria. Questionnaire was used as the instrument for data collection and this was mailed to the respective respondents. Resulting responses were analyzed using the OLS multiple regression techniques via the SPSS statistical software. The results reveal that the provision of litigation supports through forensic audits and investigations, fraud data mining for trends and patterns and fraud data collection and preparation for court proceedings have a positive and significant impact on corporate fraud prevention in Nigeria. This study therefore recommends that regulators should promote the provision of litigation supports through forensic audits and investigations in relation to corporate fraud cases in publicly listed firms in Nigeria, as this will help provide reports that are acceptable in court proceedings.
Improving the Efficiency of Ratio Estimators by Calibration WeightingsPremier Publishers
It is observed that the performances of most improved ratio estimators depend on some optimality conditions that need to be satisfied to guarantee better estimator. This paper develops a new approach to ratio estimation that produces a more efficient class of ratio estimators that do not depend on any optimality conditions for optimum performance using calibration weightings. The relative performances of the proposed calibration ratio estimators are compared with a corresponding global [Generalized Regression (GREG)] estimator. Results of analysis showed that the proposed calibration ratio estimators are substantially superior to the traditional GREG-estimator with relatively small bias, mean square error, average length of confidence interval and coverage probability. In general, the proposed calibration ratio estimators are more efficient than all existing estimators considered in the study.
Urban Liveability in the Context of Sustainable Development: A Perspective fr...Premier Publishers
Urbanization and quality of urban life are mutually related and however it varies geographically and regionally. With unprecedented growth of urban centres, challenge against urban development is more in terms of how to enhance quality of urban life and liveability. Making sense of and measuring urban liveability of urban places has become a crucial step in the context of sustainable development paradigm. Geographical regions depict variations in nature of urban development and consequently level of urban liveability. The coastal regain of West Bengal faces unusual challenges caused by increasing urbanization, uncontrolled growth, and expansion of economic activities like tourism and changing environmental quality. The present study offers a perspective on urban liveability of urban places located in coastal region comprising of Purba Medinipur and South 24 Parganas districts. The study uses the liveability standards covering four major pillars- institutional, social, economic and physical and their indicators. This leads to develop a City Liveability Index to rank urban places of the region, higher the index values better the urban liveability. The data for the purpose is collected from various secondary sources. Study finds that the eastern coastal region of the country covering state of West Bengal depicts variations in index of liveability determined by physical, economic, social and institutional indicators.
Transcript Level of Genes Involved in “Rebaudioside A” Biosynthesis Pathway u...Premier Publishers
Stevia rebaudiana Bertoni is a plant which has recently been used widely as a sweetener. This medicinal plant has some components such as diterpenoid glycosides called steviol glycosides [SGs]. Rebaudioside A is a diterpenoid steviol glycoside which is 300 times sweeter than table sugar. This study was done to investigate the effect of GA3 (50 mg/L) on the expression of 14 genes involved in Rebaudioside A biosynthesis pathway in Stevia rebaudiana under in vitro conditions. The expression of DXS remarkably decreased by day 3. Also, probably because of the negative feedback of GA3 on MEP-drived isoprenes, GGDS transcript level reached its lowest amount after GA3 treatment. The abundance of DXR, CMS, CMK, MCS, and CDPS transcripts showed a significant increase at various days after this treatment. A significant drop in the expression levels of KS and UGT85C2 is detected during the first day. However, expression changes of HDR and KD were not remarkable. Results revealed that the level of transcript of UGT74G1 and UGT76G1 up regulated significantly 4 and 2 times higher than control, respectively. However, more research needs to shed more light on the mechanism of GA3 on gene expression of MEP pathway.
Multivariate Analysis of Tea (Camellia sinensis (L.) O. Kuntze) Clones on Mor...Premier Publishers
Information on genetic variability for biochemical characters is a prerequisite for improvement of tea quality. Thirteen introduced tea clones characterized with objective; assessing tea clones based on morphological characters at Melko and Gera research stations. The study was conducted during 2017/18 cropping season on experimental plots in RCBD with three replications. Data recorded on morphological traits like days from pruning to harvest, height to first branch, stem diameter, leaf serration density, leaf length, leaf width, leaf size, petiole length, leaf ratio, internode length, shoot length, number of shoot, canopy diameter, hundred shoot weight, fresh leaf yield per tree. Cluster analysis of morphological trait grouped into four clusters indicated, the existence of divergence among the tested clones. The maximum inter-cluster distance was between clusters I and IV (35.27) while the minimum inter cluster distance was observed between clusters I and II (7.8).Principal components analysis showed that the first five principal components with eigenvalues greater than one accounted 86.45% for 15 morphological traits. Generally, the study indicated presence of variability for several morphological traits. However, high morphological variation between clones is not a guarantee for a high genetic variation; therefore, molecular studies need to be considered as complementary to biochemical studies.
Causes, Consequences and Remedies of Juvenile Delinquency in the Context of S...Premier Publishers
This research work was designed to examine nature of juvenile offences committed by juveniles, causes of juvenile delinquency, consequences of juvenile delinquency and remedies for juvenile delinquency in the context of Sub-Saharan Africa with specific reference to Eritrea. Left unchecked, juvenile delinquents on the streets engage in petty theft, take alcohol or drugs, rape women, rob people at night involve themselves in criminal gangs and threaten the public at night. To shed light on the problem of juvenile delinquency in the Sub-Saharan region data was collected through primary and secondary sources. A sample size of 70 juvenile delinquents was selected from among 112 juvenile delinquents in remand at the Asmara Juvenile Rehabilitation Center in the Eritrean capital. The study was carried out through coded self-administered questionnaires administered to a sample of 70 juvenile delinquents. The survey evidence indicates that the majority of the juvenile respondents come either from families constructed by unmarried couples or separated or divorced parents where largely the father is missing in the home or dead. The findings also indicate that children born out of wedlock, families led by single mothers, lack of fatherly role models, poor parental-child relationships and negative peer group influence as dominant causes of juvenile infractions. The implication is that broken and stressed families are highly likely to be the breeding grounds for juvenile delinquency. The survey evidence indicates that stealing, truancy or absenteeism from school, rowdy or unruly behavior at school, free-riding in public transportation, damaging the book of fellow students and beating other young persons are the most common forms of juvenile offenses. It is therefore, recommended that parents and guardians should exercise proper parental supervision and give adequate care to transmit positive societal values to children. In addition, the government, the police, prosecution and courts, non-government organizations, parents, teachers, religious leaders, education administrators and other stakeholders should develop a child justice system that strives to prevent children from entering deeper into the criminal justice process.
The Knowledge of and Attitude to and Beliefs about Causes and Treatments of M...Premier Publishers
Stigma and discrimination associated with mental illness are a common occurrence in the Sub-Saharan region including Eritrea. Numerous studies from Sub-Saharan Africa suggest that stigma and discrimination are major problems in the community, with negative attitudes and behavior towards people with mental illness being widespread. In order to assess the whether such negative attitudes persist in the context of Eritrea this study explored the knowledge and perceptions of 90 Eritrean university students at the College of Business and Economics, the University of Asmara regarding the causes and remedies of mental illness A qualitative method involving coded self-administered questionnaires administered to a sample of 90 university students to collecting data at the end of 2019. The survey evidence points that almost 50% of the respondents had contact with a mentally ill person suggesting that the significant number of the respondents experienced a first-hand encounter and knowledge of mental illness in their family and community. The findings show an overall greater science-based understanding of the causes of mental illness to be followed by recommended psychiatric treatments. The survey evidence indicates that the top three leading causes of mental illness in the context of Eritrea according to the respondents are brain disease (76%), bad events in the life of the mentally ill person (66%) and substance abuse or alcohol taking, smoking, taking drugs like hashish. (54%). The majority of the respondents have a very sympathetic and positive outlook towards mentally ill persons suggesting that mentally illness does not simply affect a chosen individual rather it can happen to anybody regardless of economic class, social status, ethnicity race and religion. Medical interventions cited by the majority of the respondents as being effective treatments for mental illness centered on the idea that hospitals and clinics for treatment and even cures for psychiatric disease. Changing perceptions of mental illnesses in Eritrea that paralleled the very caring and sympathetic attitudes of the sample university students would require raising public awareness regarding mental illness through education, using the mass media to raise public awareness, integrating mental health into the primary health care system, decentralizing mental health care services to increase access to treatment and providing affordable service to maintain positive treatment outcomes.
Effect of Phosphorus and Zinc on the Growth, Nodulation and Yield of Soybean ...Premier Publishers
This study investigated the effects of phosphorus and zinc on the growth, nodulation, and yield of two soybean varieties in Nigeria. Phosphorus application significantly affected growth, nodulation, yield, and some yield components, with 60 kg P2O5/ha giving the highest growth and yield. Phosphorus also increased nodulation, with 30 kg P2O5/ha providing the highest nodulation. Zinc application did not significantly affect most growth characters or nodulation, except for reducing plant height. Phosphorus increased soybean yield significantly to 1.9 t/ha compared to the control of 1.7 t/ha. Protein and oil contents were not significantly affected by phosphorus but were by zinc
Influence of Harvest Stage on Yield and Yield Components of Orange Fleshed Sw...Premier Publishers
A field experiment was conducted at Adami Tullu Agricultural Research Center in 2018 under rainfed condition with supplementary irrigation to determine the influence of harvest stage on vine yield and tuberous root yield of orange fleshed sweet potato varieties. The experiment consisted of four harvest stages (105, 120, 135 and 150 days after planting) and Kulfo, Tulla and Guntute varieties. A 4 X 3 factorial experiment arranged in randomized complete block design with three replications was used. Interaction of harvest stage and variety significantly influenced above ground fresh biomass, vine length, marketable tuberous root weight per hectare, commercial harvest index and harvest index. The highest mean values of above ground fresh biomass (66.12 t/ha) and marketable tuberous root weight (56.39 t/ha) were produced by Guntute variety harvested at 135 days after planting. Based on the results, it can be recommended that, farmers of the study area can grow Guntute variety by harvesting at 135 days after planting to obtain optimum vine and tuberous root yields.
Performance evaluation of upland rice (Oryza sativa L.) and variability study...Premier Publishers
This study evaluated 13 upland rice varieties over two locations in Ethiopia for yield and other traits. Significant differences were found among varieties for several traits. The highest yielding varieties were Chewaka, Hiddassie, and Fogera 1. Chewaka yielded 5395.8 kg/ha on average, 25.8-35% more than the check. Most varieties matured within 120-130 days. High heritability was found for days to heading, panicle length, and grain yield, indicating these traits can be easily improved through selection. Grain yield also had high genetic variation and heritability with genetic advance, suggesting yield can be improved through selection. This study identified variability that can be used
Response of Hot Pepper (Capsicum Annuum L.) to Deficit Irrigation in Bennatse...Premier Publishers
This study was conducted at Enchete kebele in Benna-Tsemay Woreda, South Omo Zone to evaluate the response of hot pepper to deficit irrigation on yield and water productivity under furrow irrigation system. The experiment comprised four treatments (100 % of ETc, 85% of ETc, 70 % of ETc and 50% of ETc), respectively. The experiment was laid out in RCBD and replicated four times. The two years combined yield results indicated that, the maximum total yield (20.38 t/ha) was obtained from 100% ETc while minimum yield (12.92 t/ha) was obtained from 50% of ETc deficit irrigation level. The highest WUE 5.22 kg/ha mm-1 was obtained from 50% of ETc. Treatment of 100% ETc irrigation application had highest benefit cost ratio (4.5) than all others treatments. Applying 50% of ETc reduce the yield by 37% when compared to 100 % ETc. Accordingly, to achieve maximum hot pepper yield in areas where water is not scarce, applying 100% ETc irrigation water application level throughout whole growing season under furrow irrigation system is recommended. But, in the study area water scarcity is the major limiting factor for crop production. So, it is possible to get better yield and water productivity of hot pepper when we apply 85% ETc irrigation water throughout growing season under furrow irrigation system.
Harnessing the Power of Agricultural Waste: A Study of Sabo Market, Ikorodu, ...Premier Publishers
Nigeria is still burdened with huge responsibilities of waste disposal because the potential for benefits of proper waste management is yet to be harnessed. The paper evaluates the capacity of the Sabo Cattle market in producing the required quantities of waste from animal dung alongside decomposed fruits with a view to generating renewable energy possibilities for lighting, security and other business activities of the market. It is estimated that about 998 million tons of agricultural waste is produced yearly in the country with organic wastes amounting to 80 percent of the total solid wastes. This can be categorized into biodegradable and non-biodegradable wastes. The paper evaluates the capacity of the Sabo Cattle market in producing the required quantities of waste from animal dung alongside decomposed fruits with a view to generating renewable energy possibilities for lighting, security and other business activities of the market. The Sabo market was treated as a study case with the adoption of in-depth examinations of the facility, animals and products for sale and waste generated. A combination of experimental, interviews (qualitative) and design simulation (for final phase) was adopted to extract, verify and analyse the data generated from the study. Animal waste samples were subjected to compositional and fibre analysis with results showing that the sample has high potency for biogas production. Biodegradable Wastes are human and animal excreta, agricultural and all degradable wastes. Availability of high quantity of waste generated being organic in Sabo market allows the use of anaerobic digestion to be proposed as a waste to energy technology due to its feasibility for conversion of moist biodegradable wastes into biogas. The study found that at peak supply period during the Islamic festivities, a conservative 300tonnes of animal waste is generated during the week which translates to over 800kilowatts of electricity.
Influence of Conferences and Job Rotation on Job Productivity of Library Staf...Premier Publishers
The general purpose of this study is to investigate the influence of conferences and job rotation on job productivity of library staff in tertiary institutions in Imo State, Nigeria. The survey research design was used for this study using questionnaire as an instrument for data collection. This study covered the entire population of 661. Out of these, 501 copies of the questionnaire representing 75.8% were duly completed and returned for analysis. Student’s t-test was used to analyze the research questions. The finding showed that conferences had no significant influence on the job productivity of library staff in tertiary institutions in Imo State, Nigeria (F cal= 7.86; t-vale =6.177; p >0.005). Finding also showed that job rotation significantly influences job productivity of library staff in tertiary institutions in Imo State, Nigeria (F-cal value= 18.65; t-value = 16.225; P<0.05). This study recommended that, government should ensure that library staff participate in conferences with themes and topics that are relevant to the job they perform and also ensure that there should be proper evaluation and feedback mechanism which aimed to ensuring control and minimize abuse of their development opportunities. Again, there should be written statement of objectives in order to sustain job rotation programmes. Also, that training and development needs of library staff must be identified and analyzed before embarking on job rotation processes as this would help to build skills, competences, specialization and high job productivity.
Scanning Electron Microscopic Structure and Composition of Urinary Calculi of...Premier Publishers
This document summarizes a study on the scanning electron microscopic structure and chemical composition of urinary calculi (stones) found in geriatric dogs. Microscopic examination of urine samples revealed increased numbers of blood cells, epithelial cells, pus cells, casts, bacteria and crystals of various shapes, predominantly struvite, calcium oxalate dihydrate and monohydrate, and ammonium urate. Scanning electron microscopy showed perpendicular columnar strata of struvite crystals and wavy phases of uric acid. Chemical analysis identified calcium phosphate, calcium oxalate and urea stones. The study characterized the microscopic and electron microscopic appearance of crystals and chemical composition of urinary calculi in geriatric dogs.
Gentrification and its Effects on Minority Communities – A Comparative Case S...Premier Publishers
This paper does a comparative analysis of four global cities and their minority districts which have been experiencing the same structural pressure of gentrification. The main contribution of this paper is providing a detailed comparison of four micro geographies worldwide and the impacts of gentrification on them: Barrio Logan in San Diego, Bo-Kaap in Cape Town, the Mission District in San Francisco, and the Rudolfsheim-Fünfhaus District in Vienna. All four cities have been experiencing the displacement of minority communities due to increases in property values. These cities were chosen because their governments enacted different policies to temper the gentrification process. It was found that cities which implemented social housing and cultural inclusionary policies were more successful in maintaining the cultural and demographic make-up of the districts.
Oil and Fatty Acid Composition Analysis of Ethiopian Mustard (Brasicacarinata...Premier Publishers
The experiments was conducted at Holetta Agricultural Research Center, to analyze forty nine Ethiopian Mustard land races for oil and fatty acid composition traits The experiment was carried out in a simple lattice design. The analysis of variance showed that there were highly significant differences among genotypes for all oil and fatty acid traits compared. The significant difference indicates the existence of genetic variability among the land races which is important for improvement
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Understanding the Impact of Non-Formal Agricultural Education on Innovative Attitude across Age, Gender and Socio-Professional in Benin
Moumouni-Moussa I. 279
were conducted to understand non formal education
systems with regard to dance and music and art learning
(Pillai 2004), vernacular language learning (Siegel 2010)
and moral and spiritual education. In agriculture, NFE
usually refers to training and extension activities organized
by nongovernmental organisations, farmer or public
organisations as support to farmers. The importance of
home education has been underestimated as less
emphasis is put on how rural people prepare children to
become farmers and hand over the family farms without
attending any formal school. Some “organized”
educational approaches to preparing children and
teenagers for meaningful cultural life still existed
throughout Africa. Some examples include the poro (for
boys) and the sande (for girls) in Liberia, the ‘voodoo
convents’ in Benin, the bogwera (for boys) and bojale (for
girls) in Botswana and rites of passage in Cameroon
(Nsamenang and Tchombe, 2011) and in the Southern
African region (Gwanfogbe, 2011). Traditional educational
systems benefit from increasing recognition. The World
Indigenous Peoples Conference on Education which was
held in Albuquerque (New Mexico, USA), the relationship
between research and indigenous knowledge has been
identified as a focus in indigenous peoples’ education
(Brady, 1997). It is worth mining NFE systems as
outcomes of several centuries of educational practices in
the rural area which can generate knowledge useful for
educators (Akande 2010, Pardo 2003, 2011).
Research on the impact of non-formal education is not a
novelty. According to Fafunwa (1974), the goals of NFE of
child include the development of physical and intellectual
skills for specific vocational training, the inculcation of
character, respect for elders and authority, a sense of
belonging and commitment in/to family and community
affairs, and the understanding and promotion of the
cultural heritage of the community at large. Huffman
(1977) investigated the impact extension contacts on the
ability of farmers to adjust to price changes and
technological advances. Lockheed et al. (1980) captured
the impact of education on farmers' efficiency under
modernizing and non-modernizing environments.
According to Feng et al. (2019), non-formal education can
influence value orientation in culture-specific ways. The
objective of this study is to expand our understanding on
how non formal agricultural education of impact on
innovative attitude of children and teenagers across ethnic
groups. We define innovative attitude as a readiness or a
predisposition, organized through experience, exerting a
directive or dynamic influence upon the individual's
response to all objects and situations related to agriculture.
The innovative attitude of children and teenagers includes
their rational belief, compliance belief and innovative
tendency. Understanding this mechanism may open new
perspectives to agricultural extension in terms of target
groups, messages and strategies. Unsatisfactory results
after several decades of agricultural extension in Sub
Saharan African reveal the need for renewals its
approaches.
THEORIETICAL FRAMEWORK
Several educational factors can affect learner’s innovative
attitude. According to Eshach (2007) personal, physical,
social, and instructional factors should be considered as
determinants of learning in non-formal learning. Non
formal education may be more strongly associated with
socio-economic, sex and ethnic group (La Belle, 1982).
Wang et al. (2011) show that children ability to consider
social norms can depend on age, parenting and culture.
Eccles et al. (1993) also reports in the framework of formal
education that learning is for different age and gender
groups. Most studies on African traditional education
indicate that boys and girls were taught separately to
prepare each sex for their adult roles (Baguma and
Aheisibwe, 2011).
Analytic thinking promotes religious disbelief (Gervais and
Norenzayan, 2012) and then rational belief. The
development of analytic thinking can be explained from
two perspectives (Niu et al. 2013). This standpoint argues
that the development of critical thinking relies to a large
extent on people’s preexisting traits (Behar-Horenstein,
2009). A more widely supported point of view is that critical
thinking skills can be taught or learned (Sternberg, 1990).
Many strategies for teaching critical thinking base on
active role of learners in solving real-life problems (Niu et
al. 2013). They are derived from the constructivism
thought which see education as support for autonomous
learning and self-construction of knowledge through
personal work, field visits or social interactions in real life.
Alternate approaches are behaviourism and cognitivism.
Behaviourism is a directive approach which argues that
learning takes place through the adaptation of human
behaviours to the request of the environment through. The
cognitivist perspective suggests supporting the human
being in capturing and organising information through
memory recall, questioning, relation between past and
new knowledge. The famous Bloom taxonomy can be
divided into three cognitive, the affective and the psycho-
motor domains. The cognitive domain is the domain of
knowledge, intellectual abilities and skills. This domain
includes capacity for remembering, reasoning, problem
solving, concept formation and creative thinking
(Wellington, 2007). The cognitive domain seems to be
under the influence of what Bourdieu (1979) refers to as
embodied state of cultural capital defined as states of
mind, long-lasting dispositions of the mind and body,
pronunciation, attitudes and manners, which give the
holder bearing and status.
African educational process is guided to ensure that
children grew up to be socially responsible and productive
members of the community (Okawah, 2002). The
maintenance of culture would be at the core of indigenous
education (Brady, 1997). Because of its focus on the
development of children as a participant in society, non-
formal education is concerned with the learning that leads
the child to acquire values such as loyalty, knowledge and
3. Understanding the Impact of Non-Formal Agricultural Education on Innovative Attitude across Age, Gender and Socio-Professional in Benin
Int. J. Agric. Educ. Ext. 280
skills that are considered appropriate to a person of a
particular sex, age and social group (La Belle, 1982).
African Education does not divide curricular contents into
disciplines such as arts, sciences, agriculture, economics,
arithmetic, etc. although these are implicit in educational
ideas and practices. It integrates skills and knowledge
about all aspects of life into a single curriculum. Content
was not divided into disciplines and practice-oriented
(Nsamenang and Tchombe, 2011). To those arguing the
absence of intellectual training, Gwanfogbe (2011)
responds that imitation, observation and participation used
in non-formal education are indisputably abstract
processes. In non-formal education, teaching methods
included devoted observational and practice learning,
storytelling, proverbs and myths (Baguma and Aheisibwe,
2011). Baguma and Aheisibwe (2011) state that every
member of the community is expected to contribute to the
educational upbringing of children.
These review shows that the way parents consider
children as learners (developmental stages, gender
considerations), parents’ understanding of education
(objectives, contents and process) and acceptance of
social norms with regard to child education can influence
learners’ beliefs and behaviors.
EMPIRICAL RESEARCH APPROACH
The research project was implemented in three main
phases: the exploratory, deep and completion research
phases. During the exploratory phase, potential case
studies (non-formal agricultural education cases) were
explored throughout the country and selected provisionally
three representative non formal agricultural education
systems for deep investigation. These cases studies are
the non formal agricultural education in (i) the pastoralist
Pastoralists communities in Gogounou district in the
northern Benin, (ii) Baatonu farmers’ communities in
Banikoara district in the northern Benin and (iii) Xwela
fishers’ communities in Come district in southern Benin.
The next phase consisted of deep investigation on the
selected non formal agricultural education systems.
Banikoara district is located in North-West Benin. It covers
4,383 km², about 3.9% of the country’s total area. 48% of
the lands in Banikoara are suitable for agriculture. More
than 50% of people work in the agricultural sector.
Agriculture is the main activity in the district which ranks
first in cotton production. Cotton is farmers’ most important
source of money. Women have access to land, even
though they cannot inherit it. In rural areas, 31% of men
own lands while only 12% of women are land owners.
Women have to work first in the farm of her husband
before her own farm. Therefore, they must hire labor to
avoid late sowing. The population of the district is 150,000
inhabitants with the main ethnic groups being Baatonu
(70%) and Pastoralists (23%). Baatonu are farmers. Islam
(52%), Animism (34.5%) and Christianity (8%) are the
most important religions. These religions importantly
influence norms and values of the communities. Children
are increasingly sent to school for formal education.
However, the schooling rate is still low, as farmers and
cattle breeders consider children as important labor.
Pastoralist children, living in remote camps, are much
more concerned by non-schooling than Baatonu children.
In both communities, non-formal education is
predominant.
Come district is located in South-East of the country. The
population of Come is about 60 000 inhabitants. Xwela,
Watchi and Sawxè are the main ethnic groups. Traditional
religions such as Heviosso, Zangbeto, Kocou are deeply
rooted in the district. These divinities are supposed to
guarantee the moral and the observance of rules. The
schooling rate is about 42% for women and 58% for men.
Non formal education is still predominant. The
hydrography is marked by an important watercourse, the
Aheme Lake. Consequently, traditional fishing is one of the
major activities in Come, especially in the
Arrondissements of Agatogbo, Akodeha and Ouedeme-
Xwela. Demographic pressures, non-observance of the
fishing regulation, the desecration of traditional lake
protection norms accelerate the degradation of aquatic
ecosystems in the district. Although women contribute to
farm activity and domestic economy, men control the
decision-making power.
To train a girl how to flake fish or a boy how to fish is
principally the role of parents in Xwela communities.
Although all parents contribute to the education of all
children, females are much closer to their mother and male
to their father. Other family members relay the parents in
their absence. Community members intervene because
children and teenagers usually pay themselves visits. The
parents of one contribute then to the education of the
others. In Baatonu communities, grandparents, parents
and uncles generally live together in the same house and
contribute all strongly to child education. The influence of
the neighborhood is less important. In Pastoralist
communities, most households are located far away from
each other. The contribution of the neighborhood to child
education is sometimes inexistent. Role separation
between both parents is much clearer. The father
essentially takes care of boys and mother of girls. Table 1
presents contents of learning according to age, gender
and ethnic groups.
Our sample includes 491 female and male children (5-10
years) and teenagers (11-15 years) from 88 households
(table 2). Data were collected mainly with a questionnaire.
Independent variables (Table 3) were associated with the
attributes of the interviewees (Ethnic group, Age group,
Sex, Formal education, City visits, Outside learning of
social behaviour, Outside learning of agricultural
techniques), their understanding of education process
(Education process as support to self-construction of
reality, Holism of educational content, Importance of
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Table 1. Contents of learning according to age, gender and ethnic groups
Children (5-10) Teenagers (11-16)
Males Females Males Females
Fishing
- To go to canoe (7+)
- To swim
- To make small fishing net
- To fish with small fishing net
- Respect, honesty
- To go to canoe
- To swim
- To flake fish
- To smoke fish (8+)
- Respect and honesty
- To make nets
- To fix fishing net
- To fish any kind of fish
- To differentiate fishes
- To know good fishing places
- To fry fishs
- To buy and sell any
water products
- To differentiate fishes
- To fish crabs
Farming
- To sow (numbers of grains
and spaces)
- To pick up harvests
- To weed (6+)
- Respect and shame
- To sow (numbers of
grains and spaces)
- To pick up harvests
- To weed (6+)
- Respect and shame
- To clean farms, sow, weed,
apply fertilizers and pesticides,
harvest for any crop
- To make crop rotation, fallow
- To know soil fertility, seasons
- To know rituals and solidarity
- To clean farms, sow,
weed, apply fertilizers,
harvest for any crop
- To make crop rotation,
fallow
- To know soil fertility,
seasons
- Solidarity, taboos
Husbandry
- To get familiar with
environment
- To handle animals
- To go to pasture around
hamlet (7+)
- To take care of calves
- Respect, pride
- To get familiar with
environment
- To take care of
calves
- To take care of milk
- To go to pasture alone
- To know pasture and watering
places,
- To identify new pastures, water
sources
- To know and prune fodder
trees
- To have road maps
- To water and graze
- To cross road
- To treat some diseases
- To handle animals
- To go to pasture
around hamlet
traditional methods, Acceptance of vocational change,
Appropriate decision-making style), of education
objectives and contents (Social skills development,
Intellectual and practical skills development); and their
adherence to social norms of education (Reciprocity,
Reward principle). Dependent variables were learners’
rational belief, social norm compliance tendency and
innovation tendency (Table 2). Oral consent of the parents
was requested before interviewing children and teenagers.
Table 2. Sample
Districts Gender groups Age groups Total
Males Females Children Teenagers
Gogounou 46 45 50 41 91
Banikoara 98 101 97 102 199
Come 99 102 100 101 201
Total 243 248 247 244 491
Likert scales of four items were used to measure (i)
parents’ understanding of education process of education,
of objectives and contents of education and their
adherence to social norms of education; and (ii) learners’
rational belief, social norm compliance tendency and
Innovation tendency. Reliability of scales has been
established using Cronbach Alpha. Scales were
considered to be reliable when the value of Alpha is higher
than 0.60. Numbers of items were decreased to tree or two
get acceptable reliability levels. To the question “To which
extent do you agree with the following statements about
children and teenagers?” the respondent is invited to
selected the suitable answer out of four possibilities (Agree
not at all, Not agree, Agree, Totally agree). The options
“Agree not at all” and “Not agree” were grouped as low
agreement. “Agree”, “Totally agree” correspond to high
agreement. Binary logistic regressions were run to assess
which factors affect learners’ rational belief, social norm
compliance tendency and Innovation tendency.
Descriptive statistics for independent and dependent
variables are presented in table 4.
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Table 3. Independent and dependant variables and measurements
Factors Variables Types and levels
of variables
Description - Items (* = inverted items) Modalities
Attributes of
children and
teenagers
Ethnic group Categorical - 0 = Farmer
1 = Pastoralist
2 = Fisher
Age group Categorical - 0 = Child
1 = Teenager
Sex Categorical 0 = Male
1 = Female
Formal education Ordinal - 0 = No
1 = Primary
2 = Secondary
City visits Continuous Number of city visit last year -
Outside learning of
social behaviour
Binary - 0 = No
1 = Yes
Outside learning of
agricultural techniques
Binary - 0 = No
1 = Yes
Understanding
of education
process
Education process as
support to self
construction of reality
2 items Likert scale
and construction of
binary variable
Learning together with their peers is not
very effective
It’s not important to let them work together
with their brothers and friends (*)
0 = Low
1 = High
Holism of educational
content
2 items Likert scale
and construction of
binary variable
They did not learn agricultural practices
simultaneously with the related concepts
and social values
Agricultural practices and the related
specific concepts and principles must be
learned as a whole
0 = Low
1 = High
Importance of
traditional methods
2 items Likert scale
and construction of
binary variable
I tell them some important stories
Typically, they learn proverbs meaningful
for agriculture or life
0 = Low
1 = High
Acceptance of
vocational change
4 items Likert scale
and construction of
binary variable
It is interesting that children do as vocation
something different than their parents
The ones who do not follow the vocation of
their parents are not the good ones (*)
They should not do something else different
from the profession of their parents (*)
I give them other vocational possibilities
0 = Low
1 = High
Appropriate decision-
making style
Choice between 5
participation levels
and construction of
binary variable
I expose the situation and call for
suggestions and I decide
I expose the situation and we make
decision together
I expose the situation and ask to my
people to make the decision
When I make decision, I consult my people
and can consider their opinion or not
I make decision as head of the household
and inform my people
0 = Low
1 = High
Objectives and
content of
education
Social skills
development
2 items Likert scale
and construction of
binary variable
I do not talk about social behavior with
them. They have to learn it by themselves
(*)
It is no use for me talking about social
norms and values to them. Anyway, they
will have to learn it somewhere (*)
0 = Low
1 = High
Intellectual /practical
skills development
2 items Likert scale
and construction of
binary variable
They don’t need to know the functioning of
the farming system (*)
I teach them the whole organization of the
farming system
0 = Low
1 = High
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Moumouni-Moussa I. 283
Table 3 continued. Independent and dependant variables and measurements
Adherence to
common
education
norms
Reciprocity 2 items Likert scale
and construction of
binary variable
If you help somebody, you cannot rely on
him when you will need assistance (*)
I’m please to provide assistance to people
because I can rely next time on them
0 = Low
1 = High
Reward principle 2 items Likert scale
and construction of
binary variable
I can give a gift to any child when he
behaves well
I can compliment any child in the village
when he behaves well
0 = Low
1 = High
Cognitive
system
Rational belief 2 items Likert scale
and construction of
binary variable
If something very bad like a bad harvest
happens, one should not leave it to god, but
try to change its course
If something that one really dislikes
happens, like harvest devastation by
animals or insects, one must accept it as
god will (*)
0 = Low
1 = High
Social norm compliance
tendency
2 items Likert scale
and construction of
binary variable
I will not be well thought of people if I do not
adopt new techniques they have adopted
I will be isolated by other people if I do not
adopt new techniques they have adopted
0 = Low
1 = High
Innovation tendency 3 items Likert scale
and construction of
binary variable
I like new things
We need to change our way of doing
agriculture/fishing/Husbandry
I like being the first to get or adopt new
knowledge in the village
0 = Low
1 = High
Table 4. Descriptive statistics of independent and dependent variables
Factors Variables Modalities Descriptives (%)
Attributes of
children and
teenagers
Socio-professional groups (N=491) 0 = Farmers 40.53%
1 = Breeders 18.53%
2 = Fishers 40.94%
Age group (N=491) 0 = Child 50.31%
1 = Teenager 49.69%
Sex (N=491) 0 = Male 49.49%
1 = Female 50.51%
Formal education (N=485) 0 = No 30.31%
1 = Primary 56.91%
2 = Secondary 12.78%
City visits (N=487) Mean 2.30
Min 0
Max 65
Outside learning of social behaviour (N=485) 0 = No 48.87%
1 = Yes 51.13%
Outside learning of agricultural techniques 0 = No 71.75%
1 = Yes 28.25%
Understanding of
education
process
Education process as support to self-construction of
reality (N=483)
0 = Low 54.04%
1 = High 45.96%
Holism of educational content (N=472) 0 = Low 40.25%
1 = High 59.75%
Importance of traditional methods (N=469) 0 = Low 62.27%
1 = High 37.73%
Acceptance of vocational change (N=482) 0 = Low 48.55%
1 = High 51.45%
Appropriate decision-making style (N=478) 0 = Low 48.12%
1 = High 51.88%
Objectives and
content of
education
Social skills development (N=476) 0 = Low 39.29%
1 = High 60.71%
Intellectual/practical skills development (N=455) 0 = Low 63.74%
1 = High 36.26%
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Table 4 continued. Descriptive statistics of independent and dependent variables
Adherence to
common
education norms
Reciprocity (N=468) 0 = Low 64.53%
1 = High 35.47%
Reward principle (N=472) 0 = Low 42.58%
1 = High 57.42%
Cognitive system Rational belief (464)
Norm compliance tendency (467)
Innovation tendency (430)
0 = Low 62.93%
1 = High 37.07%
0 = Low 59.96%
1 = High 40.04%
0 = Low 62.09 %
1 = High 37.91 %
RESULTS
The results of the logit models are presented in Table 5.
For all the three models, the null-hypothesis that all
variables can be dropped is rejected at less than the 1%
level of significance, although the pseudo R2 is low,
especially for the compliance belief model. The signs and
significance levels of most of the variables are almost
similar in the three models (Table 5).
Table 5. Binomial logistic regressions
Factors Variables (N) Rational
belief
Compliance
belief
Innovation
tendency
Attributes of
children and
teenagers
Farmers (491)
Breeders (491)
Fishers (491)
-1.937**
-
-3.020***
-0.700
-1.380
-
1.346
-
1.924*
Age group (491) 0.287 0.051 0.425*
Sex (491) -0.256 -0.366 -0.080
Formal education (485) -0.044 -0.263 0.125
City visits (487) -0.056 -0.062** 0.019
Outside learning of social behaviour (485) -0.281 -0.321 0.012
Outside learning of agricultural techniques
(485)
0.552 0.203 -0.342
Understanding of
education
process
Education process as support to self
construction of reality (483)
-3.326 0.202 0.668***
Holism of educational content (472) 0.317 1.851** -0.228
Importance of traditional methods (469) 0.329 0.129 -0.050
Acceptance of vocational change (482) -0.297 0.280 0.518*
Appropriate decision making style (478) 0.821 0.046 -0.154
Objectives and
content of
education
Social skills development (476) 0.437 0.872** 0.376
Intellectual/practical skills development (455) 0.177 -0.454 0.342
Adherence to
collective norms
Reciprocity (468) 0.751** -0.095 -0.245
Reward principle (472) -0.264 0.064 -0.130
Constant
Number of obs.
LR chi2(16)
Prob. > chi2
Pseudo R2
0.603 -1.107 -2.113
383 378 358
292.58 198.87 83.49
0.000 0.000 0.000
0.76 0.53 0.70
*, ** and *** significant at the 10, 5 and 1% levels respectively
The signs and significance levels of most of the variables
are not too similar in the three models meaning that the
three dimensions of learners’ innovative attitude (rational
and compliance beliefs and tendency for innovation) were
shaped differently. Therefore, the variables associated
with the attributes of children and teenagers, their parents’
understanding of education objectives, content and
process and their adherence to collective norms affect
differently the innovative attitude of children and
teenagers.
Rational belief
Ethnic group and acceptance of reciprocity principle in
education are both social characteristics of parents which
influence the rational belief and capacity for rational
thinking of children and teenagers. Breeders’ kids tend to
develop more rational beliefs than others. The behaviour
of children and teenagers after doing mistake when they
see their parents tells us about. Breeders’ and fishers’
children and teenagers tend more to talk to their parents
8. Understanding the Impact of Non-Formal Agricultural Education on Innovative Attitude across Age, Gender and Socio-Professional in Benin
Moumouni-Moussa I. 285
without much fear. Farmers’ children and teenagers run
away. In addition, the adherence of parents to social norms
with respect to education influences learners. Parents who
accept the contribution of the neighbourhood or villagers
in educating their children and teenagers make it possible
for them to experience different ways of thinking or doing.
This develops rational thinking capacity.
Compliance belief
Parents’ understanding of educational objective (social
skill development) and process (wholiticism and possibility
for city visits) influences the compliance belief of their
children and teenagers. The content of education impact
children and teenagers’ compliance beliefs. The more the
content is holist; the more likely are learners to be
compliant. Compared to the other socio-professional
groups, fishers accept more easily that their youth
embraces other vocation than their own (fishing). Due to
the scarcity of aquatic resources, fishers encourage their
youth to look for more productive or promising activities. In
educating their children, emphasis is put on social skill
development, breaking down the wholiticism of the content
of education. Farmers and breeders apply more the
principle of wholiticism, combining both practical and
technical contents. When the parents put emphasis on
social skill development as objective of the education, in
fisher communities for instance, compliance beliefs tend to
evolve in children and teenagers. In general, children and
teenagers who frequently visit cities tend to be less
compliant than the others.
Innovative behaviour
Cultural (understanding of education process as support to
self-construction of reality, acceptance of vocational
change) and social (ethnic group) attributes of parents
influence children and teenagers’ tendency for innovation.
Fishers’ kids tend to be more innovative. Because of
environmental constraints, Xwela people encourage
vocational change more. Then, education process
becomes just a support to the youth for self-construction of
own reality. Their children and teenagers get better chance
to develop innovative behaviour more than the others. In
general, teenagers are more innovative than children
DISCUSSION
How conservative is current African non formal education?
Non-formal education contributes severally to the
development of life skills and personal development
among male and female (Asiyai 2018). Our study shows
that children and teenagers’ innovative attitude in terms of
rational and compliance beliefs and tendency for
innovation are different across socio-professional groups.
These results confirm that non-formal education is a part
of general education, which gives people the required tools
for cognition and creativity (Ivanova 2017). However, they
result question the traditional thinking that the
maintenance of culture is at the core of traditional
education in Africa (Brady, 1997). Many authors diversely
describe indigenous education as an element of social
reproduction and renewal essential for the progress of any
country (Ki-Zerbo 1990). Based on intergenerational
communication this education would promote the smooth
transmission and continuous preservation of the values
and traditions of a society from one generation to the other
(Boateng, 1983). According to Bray et al. (1986), African
non formal education aims normative goals by instilling the
accepted standards and beliefs governing correct
behaviour. Banda (2002) also supports that the principal
objectives of this education includes the transmission and
conservation of the accumulated wisdom of the family, the
clan and the ethnic group. Baguma and Aheisibwe (2011)
even argue that this traditional education system is similar
in most African countries. This standpoint refers to as the
principle of perennialism (Ocitti, 1971; Adeyemi and
Adeyinka 2003) argues that every skill, knowledge or
attitude learnt in such an education system aims at
protecting or ensuring successful reproduction of the
community needs to be shaded.
Does the principle of wholiticism of African non formal
education resist to global change?
Because it focuses on the development of children as a
participant in society, non-formal education supports the
child in acquiring values such as loyalty, knowledge and
skills that are considered appropriate to a person of a
particular sex, age and social group (La Belle, 1982). In
Nigeria, Ghana, Tanzania, Malawi, Zambia or elsewhere
in Africa, non-formal education of children and teenagers
would involve intellectual, physical and attitudinal training
in order to develop fully into acceptable adults, socially
responsible and productive members of the community
(Okawah, 2002; Banda, 2002; Baguma and Aheisibwe,
2011). African education does not divide contents into
disciplines although these are implicit in educational ideas
and practices. It integrates skills and knowledge about all
aspects of life into a single curriculum. In non-formal
education, teaching methods included devoted
observational and practice learning, storytelling, proverbs
and myths (Ocitti, 1971; Adeyemi and Adeyinka 2003;
Baguma and Aheisibwe, 2011). This point of view is
described by Ocitti (1971) and relayed by Adeyemi and
Adeyinka (2003) as principle of wholisticism supports that
non-formal education promotes multiple learning for the
learner to be able to undertake a multitude of occupations.
This standpoint may be moderated. Our study shows that
under environmental constraints, rural communities can
encourage their children and teenagers to embrace other
promising activities they are not qualified to initiate them
to. In such a context, non-formal education emphasizes
social aspect of learning, breaking down the wholiticism of
the content. Non formal education influences value
orientation in culture-specific ways (Feng et al. 2019).
while non-formal educational programs have some effect
9. Understanding the Impact of Non-Formal Agricultural Education on Innovative Attitude across Age, Gender and Socio-Professional in Benin
Int. J. Agric. Educ. Ext. 286
on adolescents’ psychosocial outcomes, integrated
interventions involving all components of young person’s
ecosystem (i.e., family, school, community) might be more
effective in affecting youth agency (Karimli 2019)
CONCLUSION
The objective of this study was to understand how non
formal agricultural education impact on innovative attitude
of children and teenagers - in terms of rational belief,
compliance belief and innovative tendency - across socio-
professional groups. Results show that children and
teenagers’ innovative attitude in terms of rational and
compliance beliefs and tendency for innovation are
different across socio-professional groups. These results
question the traditional thinking that the maintenance of
culture is at the core of traditional education in Africa.
Moreover, under environmental constraints, rural
communities can encourage their children and teenagers
to embrace other promising activities they are not qualified
to initiate them to. In such a context, non-formal education
emphasizes social aspect of learning, breaking down the
wholiticism of the content. From a practical point of view,
the results of this study open new perspective to
agricultural extension that focuses only on the
dissemination of agricultural technology or innovation.
Supporting farmers’ capacity building, i.e training of
agricultural youth, is crucial to having children well-
prepared enough for agriculture works.
In view of these results, understanding the impact of non-
formal agricultural education approaches on children and
teenagers’ cognitive processes would shed more light on
innovative behaviour establishment. In addition, it may of
interest to investigate parents make choices on non-formal
agricultural education across socio-professional groups.
This may help to design educational support programs for
them to make appropriate decisions.
ACKNOWLEDGMENTS
The author would like to thank the Alexander von
Humboldt Foundation for having supported this study
which has been done during his postdoctoral studies at the
Faculty of Organic Agriculture, University of Kassel at
Witzenhausen, Germany. The contribution of Prof Ulf
Liebe was key in this research.
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